Curriculum

The Elementary School Curriculum outlines the contents of children’s learning for their first five years in school. The curriculum aims to:

• develop each child’s potential to the full
• encourage a love of learning
• help children develop skills they will use all their lives.

The curriculum is presented in seven areas, some of which are further subdivided into subjects. These are:

1. Language: Nepali and English
2. Mathematics
3. Science
4. Social Studies
5. Computers
6. Arts education: Visual arts, Performing Arts(music and drama)
7. Physical education : Athletics/Games, Dance, Gymnastics, Aquatics

a. Language

Language in the Elementary School involves two subjects. Learning a language is an integrated process in which the four forms— reading, writing, listening and speaking— are inseparable. Children learn language but, they also learn through language. These two principles are enshrined in the four strands of the curriculum.

Strands
• Receptiveness to language
• Competence and confidence in using language
• Developing cognitive abilities through language
• Emotional and imaginative development through language

Basic focus of the language curriculum is to make sure that children take pleasure in the activities they are entitled to, be it reading, sharing ideas, speaking, or learning something new. Reading corner in the classroom is to ensure that children get some time to indulge in the reading activity on their own. “A Book, A Week” theory is followed for every student. Review of the books read makes it easier to keep a check on the number of books each child reads. Weekend Spelling List which includes spellings of different difficulty levels are given to students every Friday for which the students have to look up in the dictionary, find their meanings, make sentences and come prepared for the test on the next school day. Early morning news, thought and presentation in the morning assembly adds up to their confidence. The morning meeting of every classroom where the children voice their suggestions and ideas aims at developing their command over the language. Specially designed worksheets, on every topic dealt in the class, is reinforcement for enhancing the topics learnt in the class. Novel study is also a part of the language curriculum where the children enjoy the revised versions of great novels of the world.
Children’s language development is monitored closely at every stage, and we particularly make sure that appropriate assessment procedures are used to identify children with difficulties as early as possible so that suitable intervention and support is provided to them.
 

b. Mathematics:

Mathematics helps to convey and clarify meaning. Its language provides a powerful and concise means by which information may be organised, manipulated, and communicated. Mathematics education should seek, therefore, to enable the child to think and communicate quantitatively and spatially, solve problems, recognise situations where mathematics can be applied, and use appropriate technology to support such applications. Thus, Mathematics curriculum at Ace encompasses a body of knowledge, skills and procedures that can be used in a rich variety of ways: to describe, demonstrate and interpret; to calculate; and to explain patterns and relationships in different strands that is dealt in the class.

Strands
Number
Algebra
Shape and space
Measures
Data.

The curriculum identifies mathematical skills to be developed which includes applying and problem solving, communicating and expressing, reasoning, implementing, understanding and recalling.

Discussion, hands-on experience with materials, and active learning are encouraged as well as the development of mathematical language to share ideas and thinking.
 

c. Science

The curriculum supports children to develop basic scientific skills through a knowledge and understanding science.
The curriculum is presented in two sections:

Skills

In skills section, we focus on building up the ability to describe the science process skills that the children should develop as they encounter topics in the curriculum.

Content:
Living things
Energy and forces
Materials
Environmental awareness and care.

Through science education, children construct, modify and develop a broad range of scientific concepts and ideas. Working scientifically involves them in observation, questioning, discussion, prediction, analysis, exploration, investigation, and experimentation, while the knowledge and skills they acquire may be applied in designing and making tasks. Thus, science education equips children to live in a world that is increasingly scientifically and technologically oriented.
 

d. Social Studies:

Social studies in the elementary level consists of Geography and History. This subject provides opportunities for the children to explore investigate and develop an understanding of the natural, human, social and cultural dimensions of local and wider environments, to learn and practice a wide range of skills, and to acquire open, critical and responsible attitudes.
The curriculum is presented in two sections:

Skills

The skills section focuses on developing children’s ability of “Working as an historian” which includes familiarizing them with time and chronology, change and continuity, cause and effect, using evidence, synthesis and communication and empathy as they encounter different historical topics.Further, developing the sense of place and space, maps, globes and graphical skills and geographical investigation skills is also targeted.

Content:
Myself and my family
Story

Early people and ancient stories
Life, society, work and culture in the past
Eras of change and conflict
Continuity and change over time
Human environments
Natural environments
Environmental awareness and care

e. Computers:

The Elementary Computer Curriculum includes exploration of the Windows’ environment in a cumulative manner to increase the students’ comfort level and adeptness in navigating on the computer. The program provides an important foundation for our students, which is comprehensive and interdisciplinary, addressing major themes within the curriculum.

Strands:
· Computer Basics
· Application
· Information Gathering

Beginning with computer awareness the curriculum develops to keyboarding. Further, its usage for problem-solving activities, creating simple publishing projects, painting and drawing, and slideshow presentations are also. From storytelling and research skills through multimedia projects using tools such as PowerPoint to using the internet as a tool for basic research are the varied aspects covered by our curriculum.
The computer curriculum basically focuses on developing Creativity and Innovation, Communication and Collaboration, Research and Information Retrieval, Critical Thinking, Problem-Solving and Decision-Making using appropriate technology tools, Digital Citizenship and Technology Operations and Concepts.
 

f. Arts education: Visual Arts, Performing Arts (music and drama)

The arts education curriculum provides for a balance between expression and the child’s need to experience and respond to the visual arts, to music and to drama. It consists of two subjects: Visual Arts and Performing Arts comprising of Music and Drama. The curriculum enables children to explore and express ideas, feelings and experiences through music, drama and the visual arts.

Visual Arts:

The visual arts curriculum comprises interrelated activities in making art and in looking at and responding to art. It presents a range of activities in perceiving, exploring, responding to and appreciating the visual world.
The curriculum consists of six strands:

· Drawing
· Paint and colour
· Print
· Clay
· Construction
· Fabric and fibre.

Performing Arts:

Music

The music curriculum comprises listening and responding, performing and composing activities. Focused listening is emphasised, both for its sheer enjoyment potential and for its essential role in composing and performing. Children are introduced to music reading and writing, to song singing and to playing classroom instruments.
The Music curriculum has three interrelated strands:

· Listening and Responding
· Performing
· Composing
Drama:

The drama curriculum comprises interrelated activities which explore feelings, knowledge and ideas, leading to understanding. It explores themes and issues, creates a safe context in which to do so, and provides for opportunities to reflect on the insights gained in the process. The curriculum includes the following strands:

· Exploring and making drama
· Reflecting on drama
· Cooperating and communication in making drama.

One of the key features of the drama curriculum is the involvement of children in the spontaneous making of drama based on a story or a fiction. Through the interaction of characters in particular situation children make up the plot as they go along and in the course of making the drama they address choices and issues and analyse problems and solve them.
 

g. Physical Education:

Physical education is an integral part of the curriculum. This helps in physical, social, emotional and intellectual development of a child. This curriculum aims at overall development of children by helping them to lead a complete active and healthy life. Physical education is built on the principles of variety and diversity, not of specialization. It provides a wide variety of movement activities appropriate to the level of development of the child.
Physical education contributes in developing various attributes: the idea of fair play, the acceptance of success and failure, and the ability to co-operate in group situations.
The PE curriculum provides a balanced range of activities for children through the following four strands:

• Athletics/ Games
• Dance
• Gymnastics
• Aquatics.
Athletics / Games

Athletics/Games involve the children participating in various activities of running, jumping, throwing and the natural tendency to create and play various informal play activities. The child needs to learn to associate joyfulness with these experiences. As skills develop in accordance with the stage of development of the child, the desire to apply them in informal activities in competition with others increases.
The curriculum includes the following strands:

• Running
• Jumping
• Throwing
• Creating and playing games
• Understanding and appreciation of athletics/ games
Dance

Dance is considered as a part of physical education since it includes the coordination of movements of different parts of the body. Dance in education involves the child in creating, performing and appreciating movement as a means of expression and communication. The dance programme at elementary level involves the child in a range of creative and folk dance.
Following strands are included in Dance curriculum:

· Exploration, creation and performance of dance

· Understanding and appreciation of dance
Gymnastics

Gymnastics in education is concerned with the use of movement in a creative way in response to set tasks, both individually and with others. Children explore movement on the floor and when negotiating a variety of equipment. The gymnastics curriculum encourages children to participate in movement experiences that are open to personal interpretation, providing every child with the opportunity to experience success at a personal level, by engaging in challenging but realistically achievable tasks.
The curriculum is dealt under following strands:

· Movement
· Understanding and appreciation of gymnastics
Aquatics

The aquatics programme is concerned with gaining competence and confidence near, in, under and on water. It provides unique opportunities for enjoyment, allowing the child the sensation of buoyancy. The term ‘aquatics’ is used to include not only the teaching of swimming strokes but the provision of opportunities for enjoyment of water play and other aspects of aquatics. The emphasis on enjoyment should be maintained as proficiency is acquired in specific techniques, including learning to swim a stroke or a variety of strokes.
The strands mentioned below are taken into consideration in this curriculum:

· Hygiene
· Water safety
· Entry to and exit from the water
· Buoyancy and propulsion
· Stroke development
· Understanding and appreciation of aquatics

Photo Gallery

Ace Sports Day
In and Around Ace School
Yoga
Group Photo
Rakshya Bandhan 2015
  • Shaktinagar-9, Gairigaoun , Kathmandu, Nepal
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